Mentorship of Women in Academic Medicine: a Systematic Review

Farkas, Amy; Bonifacino, Eliana; Turner, Rose; Tilstra, Sarah A.; Corbelli, Jennifer

doi:10.1007/s11606-019-04955-2

Cited by 189 publications

(195 citation statements)

References 32 publications

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“…Mentorship in academic medicine has been demonstrated to improve job retention with cost savings to departments, promote successful professional development, and increase promotion. [15][16][17] The curricular components of the 12-month program were designed using Melei's theory of transitions and Jean Watson's Theory of Human Caring. [18][19][20] Melei describes the transition theory as a framework used to describe individuals "who are confronting .…”

Section: Program Core Componentsmentioning

confidence: 99%

“…The benefits of mentorship are well documented and support the growth of innovative ideas, productivity, networking and resources, satisfaction, and professional sustainability. [15][16][17] As the fellow works with all of the nurse-midwives, informal mentorship is available across the year. Mentorship is a key element of academic success and has documented benefits for the mentor and mentee.…”

Section: Mentorshipmentioning

confidence: 99%

“…Mentorship is a key element of academic success and has documented benefits for the mentor and mentee. [15][16][17]21 Whereas the fellows consistently note the benefits of the mentorship in their journals, the existing faculty consistently note the enjoyment they have in sharing their expertise with a new graduate who has selfidentified as wanting to work within an academic setting with an at-risk patient population. This shared professional goal between the fellow and faculty appears to support the mentorship relationship with no evidence of resistance to working with the fellow in our setting.…”

Section: Mentorshipmentioning

confidence: 99%

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An Academic Midwifery Fellowship: Addressing a Need for Junior Faculty Development and Interprofessional Education

Nacht

Martin²

2020

J Midwife Womens Health

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The University of Colorado College of Nursing crafted a midwifery fellowship to address a local need to recruit junior faculty into a large practice caring primarily for an underserved, at‐risk population. Additional goals for the fellowship included promoting retention and development of interprofessional education teams. The curriculum design drew heavily from 2 national initiatives: (1) the Institute of Medicine's call for nursing residencies to support the transition to advanced practice and build expertise in navigating health systems and caring for patients with complex needs and (2) the American College of Obstetricians and Gynecologists and American College of Nurse‐Midwives collaboration to address maternity care workforce shortages by building clinically‐based interprofessional teams. The fellowship uses Melei's transitions theory and Jean Watson's Theory of Human Caring as frameworks to understand the fellows experience in the 12‐month program. Fellow competencies concentrate on 7 core components: clinical, professional, intrapersonal, mentorship, interprofessional, low‐resource setting, and leadership. Program evaluation is in process with the aim of understanding if the fellowship improves confidence and competence for the newly graduated nurse‐midwife, and a change in attitude toward interprofessional teams. Of the 5 fellows who completed the midwifery fellowship over 4 years, 2 now have faculty positions within the practice and 4 of the 5 were offered positions. Common themes from the fellows’ reflection journals and mentorship meetings include the importance of mentorship in clinical and professional growth. Further program evaluation is needed to better understand the efficacy of program components in meeting the objectives to recruit and retain faculty and promote interprofessional education. Academic midwifery fellowships with interprofessional components may be an innovative recruitment technique for clinical faculty.

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Section: Program Core Componentsmentioning

confidence: 99%

Section: Mentorshipmentioning

confidence: 99%

Section: Mentorshipmentioning

confidence: 99%

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An Academic Midwifery Fellowship: Addressing a Need for Junior Faculty Development and Interprofessional Education

Nacht

Martin²

2020

J Midwife Womens Health

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“…Fewer academic opportunities for women physicians and other underrepresented physician groups in medicine may perpetuate slower career advancement 10 and contribute to less availability of mentors and sponsors. 11 Less obviously, underrepresentation also unintentionally and explicitly signals to junior faculty from marginalized groups that they are not welcome and are unlikely to be successful. 9,12 Improving representation of women in other fields has been demonstrated to reduce implicit and explicit sexism.…”

mentioning

confidence: 99%

The Society of Hospital Medicine's Commitment to Increasing Academic Representation for Women and Underrepresented Groups in Medicine: A Good Start

Fletcher

Ruzycki

2020

Journal of Hospital Medicine

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“…The faculty development literature is replete with guidance on strategies to enhance faculty skills ranging from competency-based medical education 4 and entrustable professional activities 5 to interprofessional education facilitation 6 and mentorship of women. 7 Good clinician role models have always existed. Faculty have always guided trainees to resources and opportunities.…”

mentioning

confidence: 99%